Dr Leon Benade

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Associate Professor

Email: leon.w.benade@aut.ac.nz

ORCID: ORCID logo https://orcid.org/0000-0003-3456-0578

Academic appointments:

  • Associate Professor, Auckland University of Technology (2019 - ongoing)

Qualifications:

  • EdD, University of Auckland

Overview:

I have been the Director of Research in the School of Education of the Auckland University of Technology since 2013. My research interests are teachers' work, school policy, ethics, philosophy in schools, critical pedagogy, and the New Zealand Curriculum. My current research work focuses on how '21st century learning' impacts the work of teachers and school leaders, particularly in relation to the establishment of Innovative Learning Environments (ILE) and digital pedagogies. Related areas of interest include the question of teachers' critical reflective practice and the evolving role and nature of the concept of 'knowledge' in the 21st century curriculum. I am a member of the Research Associations of New Zealand (NZARE) and Australia (AARE), and of Learning Environments New Zealand (LENZ). I am co-editor of the New Zealand Journal of Educational Studies and the New Zealand Journal of Teachers’ Work. I am also a consulting reviewer for several international journals. I authored From Technicians to Teachers: Ethical Teaching in the Context of Globalized Education Reform (Continuum, 2012) and Being a Teacher in the 21st Century: A Critical New Zealand Study (Springer, 2017). I also co-edited Transforming Education: Design & Governance in Global Contexts (Springer, 2018).

Research interests:

Philosophy of education

Paulo Freire's contribution to thinking about education
Teachers' work (in particular ILE)
Teachers critical reflective practice
Development of communities of critical professional enquiry
Developing philosophical approaches to teaching thinking in New Zealand schools
The role of Philosophy for Children (P4C) in New Zealand schools as a relevant thinking pedagogy.
Education policy

The New Zealand Curriculum
Challenging the 'hollowing out' of the curriculum and the replacement of knowledge with key competencies
The establishment and development of ILE
Self review and its contribution to critical pedagogy.
Organisation and educational leadership

Organisational learning (linking to communities of critical professional enquiry)
Vision sustainability
Ethical leading.

Teaching summary:

I teach into areas I research into, specifically research theory and methodology, learning environments and critically reflective practice. Much of my time is taken up with thesis supervision.

Fields of research:

  • Education Systems
  • Curriculum and Pedagogy
  • Educational Administration, Management and Leadership
  • Teacher Education and Professional Development of Educators
  • Education Policy
  • History and Philosophy of Education

Professional activities:

Editorship, reviewing, examining, and judging

  • Academic Promotion – Nominated Assessor, University of New England (2020)
  • External examiner, Edith Cowan University (2020)

Research outputs:

Books

  • Benade, L., & Jackson, M. (2020). Design, education and pedagogy. Routledge.

  • Benade, L., & Jackson, M. (2018). Transforming education: Design & governance in global contexts. Singapore: Springer. doi:10.1007/978-981-10-5678-9

  • Benade, L. (2017). Being a teacher in the 21st Century. A critical New Zealand research study. Singapore: Springer.

  • Benade, L. (2012). From technicians to teachers: Ethical teaching in the context of globalised education reform. Continuum. Retrieved from http://www.bloomsbury.com/uk/from-technicians-to-teachers-9781441192356/

Journal articles

  • Stewart, G., & Benade, L. (2020). Spatial biculturalism for schools in Aotearoa New Zealand. New Zealand Journal of Educational Studies, 55(1), 129-131. doi:10.1007/s40841-020-00169-x

  • Benade, L. (2019). Flexible learning spaces: Inclusive by design?. New Zealand Journal of Educational Studies, 54(1), 53-68. doi:10.1007/s40841-019-00127-2

  • Farooq, S., & Benade, L. (2019). Constructing a dialogic pedagogy in virtual learning environments: A literature review. New Zealand Journal of Teachers' Work, 16(1 & 2), 7-13. doi:10.24135/teacherswork.v16i1%20&%202.292

  • Benade, L. (2018). The role of trust in reflective practice. Educational Philosophy and Theory, 50(2). doi:10.1080/00131857.2016.1142415

  • Jackson, L., Peters, M. A., Benade, L., Devine, N., Arndt, S., Forster, D., . . . Ozoliņš, J. J. (2018). Is peer review in academic publishing still working?. Open Review of Educational Research, 5(1). doi:10.1080/23265507.2018.1479139

  • Devine, N., Jandrić, P., Jackson, E., Peters, M., Lăzăroiu, G., Mihăilă, R., . . . Benade, L. (2017). Collective Writing: An inquiry into praxis. Knowledge Cultures. doi:10.22381/KC5120177

  • Jandric, P., Devine, N., Jackson, L., Peters, M. A., Lazaroiu, G., Mihaila, R., . . . Benade, L. (2017). Collective writing: An inquiry into praxis. Knowledge Cultures, 5(1). doi:10.22381/KC5120177

  • Stewart, G., Arndt, S., Besley, T., Devine, N., Forster, D. J., Gibbons, A., . . . Tesar, M. (2017). Antipodean theory for educational research. Open Review of Educational Research, 4(1). doi:10.1080/23265507.2017.1337555

  • Benade, L., De Lautour, N., Stover, S., & Stewart, G. (2017). In the market for an ECE transition-to-school programme?. Knowledge Cultures, 5(4). doi:10.22381/KC5420176

  • Benade, L. (2017). The evolution of policy: A critical examination of school property under the National-led Government. Waikato Journal of Education, 22(1). doi:10.15663/wje.v22i1.558

  • Benade, L., De Lautour, N., Stover, S., & Stewart, G. (2017). In the market for a transition-to-school programme in early childhood education. Knowledge Cultures.

  • Benade, L. (2016). Learned Societies, Practitioners and their ‘Professional’ Societies: Grounds for developing closer links. Educational Philosophy and Theory, 48(14), 1395-1400. doi:10.1080/00131857.2015.1104953

  • Peters, M., Jandric, P., Irwin, R., Locke, K., Devine, N., Heraud, R., . . . Benade, L. (2016). Towards a philosophy of academic publishing. Educational Philosophy and Theory, 48(14). doi:10.1080/00131857.2016.1240987

  • Benade, L., & Devine, N. (2016). Revisiting the early world. Educational Philosophy and Theory, 48(7). doi:10.1080/00131857.2016.1182337

  • Benade, L. (2016). Teachers’ reflective practice in the context of twenty-first century learning: Applying Vagle’s five-component post-intentional plan for phenomenological research. Open Review of Educational Research, 3(1). doi:10.1080/23265507.2016.1201777

  • Benade, L. (2016). Is the classroom obsolete in the twenty-first century?. Educational Philosophy and Theory, 49(8). doi:10.1080/00131857.2016.1269631

  • Benade, L. (2015). Teaching as inquiry: Well intentioned, but fundamentally flawed. New Zealand Journal of Educational Studies, 50(1). doi:10.1007/s40841-015-0005-0

  • Benade, L. (2015). Postgraduate research supervision as a partnership in the context of Freire’s dialogical pedagogy. Knowledge Cultures, 3(5). Retrieved from http://www.addletonacademicpublishers.com/knowledge-cultures

  • Benade, L. (2015). Bits, bytes and dinosaurs: Using Levinas and Freire to address the concept of ‘twenty-first century learning’. Educational Philosophy and Theory, 47(9). doi:10.1080/00131857.2015.1035159

  • Benade, L. (2015). Shame: Does it have a place in an education for democratic citizenship?. Educational Philosophy and Theory, 47(7). doi:10.1080/00131857.2014.880644

  • Benade, L. (2015). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1). doi:10.1080/23265507.2014.998159

  • Benade, L. (2014). Knowledge and educational research in the context of ‘twenty-first century learning’. European Educational Research Journal, 13(3). doi:10.2304/eerj.2014.13.3.338

  • Benade, L., Gardner, M., Teschers, C., & Gibbons, A. (2014). 21st-century learning in New Zealand: Leadership insights and perspectives. Journal of Educational Leadership, Policy and Practice, 29(2). Retrieved from http://www.nzeals.org.nz/

  • Benade, L. (2013). [Review of Rata, E. (2012). The Politics of Knowledge in Education. New York/London: Routledge Taylor and Francis Group]. NZ Sociology, 28(1). Retrieved from http://ndhadeliver.natlib.govt.nz/

  • Benade, L. (2013). Developing democratic dispositions and enabling crap detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand. Educational Philosophy and Theory. doi:10.1080/00131857.2013.771447.

  • Benade, L. (2012). Are School Visions Sustainable? Assessing the Relevance of Senge’s Notion of Shared Visions. Journal of Educational Leadership, Policy and Practice, 27.

  • Arnold, S., Benade, L., Craw, J., & Devine, N. (2012). The A, B, C & D approach to revolution: Reflecting on a 'lunch date' with Professor Peter McLaren. Educational Provocations, 2.

  • Benade, L. (2011). Shaping the responsible, successful and contributing citizen of the future: 'Values' in the New Zealand Curriculum and its challenge to the development of ethical teacher professionality. Policy Futures in Education, 9(2). doi:10.2304/pfie.2011.9.2.151

  • Benade, L. (2011). Philosophy for Children (P4C): a New Zealand school–based action research case study. New Zealand Journal of Teachers' Work, 8(2). Retrieved from http://www.teacherswork.ac.nz/journal/volume8_issue2.php

  • Benade, L. (2011). A vision for the teaching profession: Using critical policy analysis to see more clearly. New Zealand Journal of Educational Leadership, Policy and Practice, 26. Retrieved from http://search.informit.com.au/documentSummary;dn=271664016368442;res=IELNZC

  • Benade, L. (2010). Thinking Children. EDUCATIONAL PHILOSOPHY AND THEORY, 42(8), 921-923. doi:10.1111/j.1469-5812.2009.00620.x

  • Benade, L. (2010). Philosophy in Schools. EDUCATIONAL PHILOSOPHY AND THEORY, 42(7), 808-811. doi:10.1111/j.1469-5812.2010.00659.x

  • Benade, L. (2010). Freire’s Pedagogy of Freedom: its contribution to the development of ethical teacher professionality through the implementation of the New Zealand Curriculum.. Paideusis: Journal of the Canadian Philosophy of Education Society, 19(1). Retrieved from http://journals.sfu.ca/paideusis/index.php/paideusis/issue/view/15/showToc

  • Benade, L. (2010). Book Review: Cassidy, C, Thinking Children, London, Continuum International Publishing Group. 2007. Education Philosophy and Theory, (42).

  • Benade, L. (2010). Book Review: Hand, M. and Winstanley, C., Philosophy in Schools, London, Continuum International Publishing Group, 2008.. Education Philosophy and Theory, 42(7).

  • Benade, L. (2010). Book Review: Openshaw, R, Reforming New Zealand secondary education, New York, Palgrave Macmillan, 2009. New Zealand Journal of Educational Studies, 45(1).

  • Benade, L. (2009). The New Zealand draft curriculum 2006: A policy case study with specific reference to its understanding of teaching as an ethical profession. Policy Futures in Education, 7(1), 5-19. doi:10.2304/pfie.2009.7.1.5

  • Benade, L. (2009). A critical review of Curriculum Mapping: Implications for the development of an ethical teacher professionality. New Zealand Journal of Teachers’ Work, 5(2). Retrieved from http://www.teacherswork.ac.nz/journal/volume5_issue2.php

  • Benade, L. (2008). A critical review of Curriculum Mapping: Implications for the development of an ethical teacher professionality. New Zealand Journal of Teachers' Work, 5(2). Retrieved from http://www.teacherswork.ac.nz/journal/volume5_issue2.php

  • Benade, L. (2008). Enterprise in the New Zealand Curriculum and its challenge to ethical teacher professionality. Australian Journal of Teacher Education, 33(2). Retrieved from http://ro.ecu.edu.au/ajte/vol33/iss2/

  • Benade, L. (2006). From Teacher's to Technicians. Champagnat: A Marist Journal of Education, 8(3).

Book chapters

  • Benade, L. (2019). Innovative educational facilities’ design: Why it matters to education and educators. In M. A. Peters (Ed.), Encyclopedia of teacher education. Singapore: Springer. doi:10.1007/978-981-13-1179-6_349-1

  • Benade, L. (2019). Pedagogy in flexible learning spaces. In M. Hill, & M. Thrupp (Eds.), The professional practice of teaching in New Zealand (pp. 213-235). South Melbourne, Vic: Cengage.

  • Benade, L., Bertelsen, E., & Lewis, L. (2017). Reimagining and reshaping spaces of learning: Constituting innovative and creative lifelong learners. In L. Benade, & M. Jackson (Eds.), Transforming education: Design and governance in global contexts (pp. 33-54). Singapore: Springer. doi:10.1007/978-981-10-5678-9_3

  • Benade, L., Hubbard, B., & Lamb, L. (2017). Research in the workplace: The possibilities for practitioner and organisational learning offered by a school-university research partnership. In M. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 299-312). Singapore: Springer Nature. doi:10.1007/978-981-10-4075-7

  • Wells, A., Jackson, M., & Benade, L. (2017). Modern learning environments: Embodiment of a disjunctive encounter. In M. Jackson, & L. Benade (Eds.), Transforming education: Design & governance in global contexts (pp. 3-17). Singapore: Springer. doi:10.1007/978-981-10-5678-9_1

  • Benade, L., Hubbard, B., & Lamb, L. (2017). Research in the workplace: The possibilities for practitioner and organisational learning offered by a school-university research partnership. In A Companion to Research in Teacher Education (pp. 299-313). doi:10.1007/978-981-10-4075-7_20

  • Benade, L., & White, E. J. (2015). A dialogue about dialogue: Freire and Bakhtin talk pedagogy in response to 'Percy's problem'. In M. Peters, & T. Besley (Eds.), Paulo Freire: The global legacy (pp. 39-408). New York: Peter Lang. Retrieved from http://www.peterlang.com/

  • Benade, L. (2013). Emergentism and social realism: How do these approaches to knowledge inform teacher education and curriculum?. In T. A. C. Besley, & M. A. Peters (Eds.), Re-imagining the Creative University for the 21st Century (pp. 135-147). Rotterdam, The Netherlands: Sense Publishers. Retrieved from https://www.sensepublishers.com/

  • Benade, L. (2012). A (neoliberal) vision for the teaching profession: Using a policy analysis strategy to clarify issues of formulation and implementation. In M. Stephenson, I. Duhn, V. Carpenter, & Airini (Eds.), Changing worlds: Critical voices and new knowledge (pp. 44-55). Auckland, NZ: Pearson.

Conference contributions

  • Benade, L. (2019). The liminal university: Competing paradigms and implications for educational research. In Australian Association for Research in Education (AARE) Conference. Brisbane. Retrieved from https://www.aareconference.com.au/

  • Benade, L. (2019). Are flexible learning environments educative?. In Australian Association for Research in Education (AARE) Conference. Brisbane. Retrieved from https://www.aareconference.com.au/

  • Benade, L. (2019). The risk of consultation and participation in designing flexible learning spaces and innovative schools. In European Conference on Educational Research (ECER). Hamburg. Retrieved from https://eera-ecer.de/previous-ecers/ecer-2019-hamburg/

  • Benade, L. (2019). Consultation and participation in the (re)design of school learning spaces. In Learning Environments Forum. Melbourne: Monash University. Retrieved from https://www.monash.edu/learning-environments-forum/home

  • Benade, L. (2018). Is the philosophical concept of hospitality relevant to considerations of flexible learning environments in schools?. In PESA Conference 2018. Rotorua: Philosophy of Education Society of Australasia. Retrieved from https://pesa.org.au/conference-2018

  • Benade, L. (2018). Is the philosophical concept of hospitality relevant to considerations of flexible learning environments in schools?. In Philosophy of Education Society of Australasia (PESA). Rotorua. Retrieved from https://pesa.org.au/conference-2018

  • Benade, L. (2018). Consultation and participation in the (re)design of school learning spaces. In New Zealand Association for Research in Education. Auckland. Retrieved from https://forumpoint2.eventsair.com/

  • Benade, L. (2018). Inclusion and exclusion in non-traditional schools: Driven by pedagogical practice or building design?. In European Conference on Educational Research. Bolzano: European Educational Research Association. Retrieved from https://eera-ecer.de/previous-ecers/ecer-2018-bolzano/

  • Benade, L. (2018). Dispositional learning in Innovative Learning Environments: A view from New Zealand. In European Conference on Educational Research. Bolzano: European Educational Research Association. Retrieved from https://eera-ecer.de/previous-ecers/ecer-2018-bolzano/

  • Benade, L. (2017). The supersession of philosophy: Considerations on Lefebvre’s challenge to philosophy. In Philosophy of Education Society of Australasia (PESA). Newcastle.

  • Benade, L. (2017). Epistemology in the production of space: Limits and possibilities. In New Zealand Association for Research in Education (NZARE). Hamilton.

  • Benade, L. (2016). The evolution of policy: A critical examination of the New Zealand School Property Strategy: 2011-2021. In New Zealand Research Association for Research in Education. Wellington.

  • Benade, L. (2016). From inventive idea to innovative practice: Principals' narratives. In European Conference on Educational Research (ECER). Dublin.

  • Benade, L., & Bertelsen, E. (2016). The school of the future as an embodiment of the new creative and global economy – Production and effects. In European Conference on Educational Research (ECER). Dublin.

  • Benade, L. (2016). Global lessons in flexible learning spaces in higher education: A critical comparative reflection on New Zealand and Danish examples through a Lefebvrian lens. In International Network of Philosophers of Education (INPE). Warsaw.

  • Benade, L., Stover, S., & De Lautour, N. (2016). Great expectations: Exploring the value of a transition to school programme through a research and evaluation partnership. In Teacher Education Forum of Aotearoa New Zealand. Dunedin.

  • Benade, L., & Lewis, L. (2016). So the three of us will teach seventy students at the same time in the same space? Planning for a new undergraduate paper in a flexible learning environment. In Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference & AGM. Dunedin: TEFANZ. Retrieved from https://www.tefanz.org.nz/conferences/2016-conference/

  • Benade, L. (2015). Understanding open learning spaces by the light of Henri Lefebvre. In Philosophy of Education Society of Australasia (PESA) Conference 2015. Melbourne.

  • Benade, L. (2015). Liberation or chaos? The transformative educative prospects of flexible learning environments. In New Zealand Association for Research in Education (NZARE). Whakatane.

  • Benade, L. (2015). Learned societies. In 2015 Philosophy in Schools Conference. Auckland.

  • Benade, L. (2015). Moving from traditional to modern: Transitional experiences in two schools. In European Conference on Education Research (ECER). Budapest.

  • Benade, L. (2015). Is the classroom obsolete in the 21st century?. In European Conference on Education Research (ECER). Budapest.

  • Benade, L. (2014). Teachers’ reflective practice in the context of 21st century learning:
    Applying Vagle’s five-component post-intentional plan for phenomenological research. In The joint Australian Association for Research in Education (AARE) and New Zealand Association for Research in Education (NZARE) conference. Kelvin Grove, Brisbane.

  • Benade, L. (2014). The role of trust in reflective practice. In Philosophy of Education Society of Australasia (PESA). Hamilton.

  • Benade, L. (2014). Does 21st century learning enhance teachers’ critical reflective practice?. In Old and new generations in the 21st century: Shifting landscapes of education (pp. 360-364). Cosenza: Site Committee of the 14th Biennial Conference of the International Network of Philosophers of Education.. Retrieved from http://inpe2014.org/programme/

  • Benade, L. (2014). Teaching as inquiry: Well intentioned, but fundamentally flawed. In TEFANZ - Teacher Education Forum of Aotearoa New Zealand. Hamilton.

  • Benade, L. (2014). Postgraduate research supervision as a partnership in the context of Freire’s dialogical pedagogy. In Partnership, power and education: One Day Conference. Auckland.

  • Benade, L. (2014). 21st-century learning in New Zealand: Leadership insights and perspectives. In New Zealand Educational Administration and Leadership Society (NZEALS). Wellington.

  • Benade, L. (2013). School evaluation or disciplinary subjection? A consideration of the ‘complementary’ evaluation of New Zealand’s Education Review Office.. In Measuring up in Education: Edited Proceedings of the 43rd PESA Conference (pp. 13-21). Melbourne. Retrieved from http://education.unimelb.edu.au/

  • Benade, L., & Naughton, C. (2013). Measure twice, cut once. An auto-ethnographic narrative - reflecting on knowledge.. In Philosophy of Education Society of Australasia (PESA). Melbourne.

  • Benade, L., & Naughton, C. (2013). Measure twice, cut once. An auto-ethnographic narrative - reflecting on knowledge. In 43rd Annual Conference of the Philosophy of Education Society of Australasia, Inc. Melbourne. Retrieved from http://education.unimelb.edu.au/

  • Benade, L. W., & Devine, N. (2013). Discourses of anger and responsibility: A New Zealand school study. In New Zealand Association for Research in Education (NZARE). Dunedin.

  • Benade, L. (2013). Knowledge and educational research in the context of 21st century learning. In ECER 2013, Creativity and Innovation in Educational Research. Istanbul.

  • Benade, L., & White, J. (2012). A dialogue about dialogue: Freire and Bakhtin talk pedagogy. In Paulo Freire: The Global Legacy Conference. Hamilton. Retrieved from http://paulotgl.blogspot.co.nz/#!/p/latest-news.html

  • Benade, L. (2012). Emergentism and social realism: How do these approaches to knowledge inform teacher education and curriculum in New Zealand?. In The Creative University: Education and the Creative Economy Knowledge Formation, Global Creation and the Imagination. Hamilton.

  • Benade, L. (2012). Are school visions sustainable?. In Conference of the New Zealand Educational Administration and Leadership Society.. Tauranga. Retrieved from http://nzeals.org.nz/NZEALS12/NZEALS12.htm

Edited books/volumes

  • Benade, L., & Jackson, M. (2018). Transforming education: Design & governance in global contexts. Singapore: Springer Nature. doi:10.1007/978-981-10-5678-9

Scholarly editions/literary translations

Reports

  • Devine, N., Begg, A., Benade, L., Craw, J., Gibbons, A., Reid, L., & Tesar, M. (2013). Keeping students in school: A review of the effectiveness of the Waitakere Exclusion Cluster Project, the Mt Albert Exclusion Cluster Project and the Student Engagement Initiative (SEI) Project. Auckland, New Zealand: School of Education, AUT University.

  • Devine, N., Begg, A., Benade, L., Craw, J., Gibbons, A., Reid, L., & Tesar, M. (2013). Keeping students in school : a review of the effectiveness of the Waitakere Exclusion Cluster Project, the Mt Albert Exclusion Cluster Project and the Student Engagement Initiative (SEI) Project : an evaluation report prepared for the Ministry of Education.

Theses

Oral presentations

Other outputs

  • Devine, N., Stewart, G., & Benade, L. (2020). Access Denied: Academic Life Under Lockdown. In New Zealand Journal of Educational Studies. New Zealand Council for Educational Research. doi:10.1007/s40841-020-00170-4

  • Benade, L., Devine, N., & Stewart, G. (2019). The 2019 PBRF review: What’s to be done?. In New Zealand Journal of Educational Studies. Springer. doi:10.1007/s40841-019-00144-1

  • Stewart, G., Benade, L., & Devine, N. (2019). Freedom of academic speech in Aotearoa-New Zealand. In New Zealand Journal of Educational Studies (Vol. 54, Iss. 1, pp. 1-4). New Zealand Council for Educational Research. doi:10.1007/s40841-019-00132-5

  • Devine, N., & Benade, L. (2019). Editorial: New Zealand Journal of Teachers’ Work – Serving its Readers. In New Zealand Journal of Teachers' Work (Vol. 16, Iss. 1 & 2, pp. 1-2). Auckland University of Technology. doi:10.24135/teacherswork.v16i1%20&%202.293

  • Benade, L., & Devine, N. (2018). Tomorrow’s School’s Review. (Vol. 15, Iss. 2). doi:10.24135/teacherswork.v15i2.276

  • Benade, L., & Devine, N. (2018). When is a heuristic device…Just a heuristic device?. In Teachers’ Work (Iss. 1). doi:10.24135/teacherswork.v15i1.269

  • Benade, L., Devine, N., & Stewart, G. (2018). New times for education policy in Aotearoa-New Zealand. In New Zealand Journal of Educational Studies (Iss. 1). doi:10.1007/s40841-018-0108-5

  • Devine, N., Stewart, G., & Benade, L. (2018). Yesterday’s policies for today’s schools. In New Zealand Journal of Educational Studies (Iss. 2). New Zealand Council for Educational Research. doi:10.1007/s40841-018-0117-4

  • Devine, N., & Benade, L. (2017). Courage, freedom and educational know-how. In New Zealand Journal of Teachers’ Work (Iss. 1). Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/index

  • Benade, L., & Jackson, M. (2017). Introduction to ACCESS special issue: Modern learning environments. In Educational Philosophy and Theory. doi:10.1080/00131857.2017.1317986

  • Devine, N., & Benade, L. (2016). Educators behaving badly. In New Zealand Journal of Teachers' Work (Iss. 2). Massey University. Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/index

  • Benade, L., & Devine, N. (2016). Editorial: Teaching as Inquiry–Mandated requirement or critical disposition?. In New Zealand Journal of Teachers' Work (Iss. 1). Massey University. Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/issue/view/5

  • Benade, L., & Devine, N. (2015). What's in a name?. In New Zealand Journal of Teachers’ Work (Iss. 1). New Zealand Journal of Teachers' Work. Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/article/view/32

  • Benade, L. (2015). The transformative educative prospects of flexible learning environments. (Iss. 1). New Zealand Journal of Teachers' Work.

  • Benade, L. (2015). Partnership, power and education. In Knowledge Cultures (Iss. 5). Addleton Academic Publishers. Retrieved from http://www.addletonacademicpublishers.com/contents-kc

  • Benade, L., & Devine, N. (2015). ‘Quality’ and curriculum. In New Zealand Journal of Teachers' Work (Iss. 2). Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/index

  • Benade, L. (2014). Reflective practice and appraisal: A contradiction in terms. New Zealand Educational Administration & Leadership Society. Retrieved from http://www.nzeals.org.nz/leadinglights/leadinglights.htm

  • Benade, L. (2012). Challenging the Domestication of Critical Reflection and Practitioner Reflectivity. In Educational Philosophy and Theory (Iss. 4). doi:10.1111/j.1469-5812.2011.00824.x

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